Last part of a continued article. (DS)

Argues that African blacks have not begun the serious task of creating a language that sytematically strives to express black life; that blacks have not begun to think for themselves despite African independence rhetoric, national flags and anthems, and fists raised proclaiming or celebrating power they do not have. (RJ)

Reports on the life and works of contemporary Spanish writers Samuel Gili Gaya, Emilio Romero, Begona Garcia Diego, Ramiro Pinilla, Felix Grande, and Juan Antonio Cabezas. (DS)

Reports on life and works of contemporary Spanish writers Julian Marias, Carmen Nonell, Luis Martin Santos, Luis Felipe Vivanco, Mario Lacruz, and Jose Maria Rodriguez Mendez. (DS)

Discusses the novels and prose writings in English of South African authors. (DS)

Continuing series on contemporary authors in Spain. Authors treated are Narciso Alonso Cortes, Manuel Arce, Carmen Llorca, Angel Maria de Lera, Louis Jimenez, Martos and Alfonso Sastre. (DS)

Most students believe that academic materials are styled with economy, clarity, and objectivity and must therefore be to some degree dull, difficult, and unimaginative. One must simply know how to read the signs to discover the passion, emotion, and conflict of academic writing. (Author/DR)

A paper presented at Workshop on Feminist Literature and Feminine Consciousness at annual convention of Modern Language Association of America (New York, December 27, 1970). (Editor)

The new standards are analyzed on the basis of jointure, need, total involvement, approval and authorship. (JB)

Examines the sociological mechanism which is driven by five audiences (students, instructors, peer/colleagues, publishers, and the individual's inner feelings/needs), which shapes the college textbooks that are adopted and used by today's science teaching community. (JN)

Reminisces about growing up with Freddy, Walter R. Brooks' adventurous pig, and the qualities and values he represents. (HOD)

Presents a series of recommendations for the successful organization of visits by authors of children's books to school libraries or gatherings of teachers and librarians. Identifying an author's publisher, arranging a visit, purchasing books, scheduling activities, and costs and accommodations are discussed. (JL)

Discusses the development of the Canadian Heritage Writing Competition and the opportunities it has offered young Canadian writers. (AEA)